Investigating Middle School Math and Primary Teachers’ Judgments of the Characteristics of Mathematically Gifted Students

The purpose of this study was to investigate teachers' judgments of mathematically gifted students' characteristics with respect to various variables. Data were collected from primary school teachers and middle school math teachers (N=161) by using a survey instrument. According to research findings most of the teachers tended to think that mathematical giftedness is being observed more frequently within boys than girls. There was a statistically significant relationship between teachers' responses about whether mathematical giftedness could be developed or not who have mathematically gifted students and those who have not. But there was no statistically significant relationship among teachers' branch, teaching experience and their answers about the development of mathematical giftedness. Results showed that there was a statistically significant relationship between teachers' selfperception of being mathematically gifted and their experience with mathematically gifted students. Total scores of more popular and most popular characteristics that were determined by teachers had a positive correlation with teachers' experience